國立虎尾科技大學 |

A Comparative Study of Male and Female Online Learner Performance in Secondary Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Comparative Study of Male and Female Online Learner Performance in Secondary Education./
Author:	Marcus, Scott M.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9781321716443

A Comparative Study of Male and Female Online Learner Performance in Secondary Education.
Marcus, Scott M.

A Comparative Study of Male and Female Online Learner Performance in Secondary Education. - 1 online resource (217 pages)

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2015.

Includes bibliographical references

While many studies have contended that females outperform males in the traditional classroom from kindergarten through graduate degrees, fewer studies have compared the performance of males and females in online classes. Despite the ability to perform, females may have less interest in working with computers. Learning styles in online learning may also be more directed toward males than females. However, females may be more comfortable in the online learning environment because of better verbal skills. The studies which have compared performance of males and females in online classes primarily focused on the undergraduate and graduate levels of education. Few studies on the subject have been conducted in secondary education. Eileen Trauth's individual differences theory of gender and information technology (IDTGIT) (Trauth & Quesenberry, 2007) and Howard Gardner's theory of multiple intelligences (Gardner, 2000) provide the conceptual framework for this study. The problem addressed in this study was that male and female students learn differently (Saricaoglu & Arikan, 2009; Tahriri & Divsar, 2011), however online learning in secondary education is endorsed as if it is equally beneficial for males and females (Crews & Butterfield, 2014; Kebritchi, 2014). The purpose of this quantitative causal-comparative study was to examine the differences in End of Course Test (EOCT) scores for males and females in online learning. However, EOCT scores from the traditional classroom were examined as a comparison group for the results of the online learning students. The traditional and online formats were examined to determine if one was more effective for males or females in the area of social studies in secondary education. Archival data over the 2012/2013 school year for 9th through 12 th graders from Georgia Virtual School (GAVS) were utilized for the online learning data. Three high schools in northwest Georgia provided data for the traditional learning data. The two classes in the study were United States history and economics, which can both be taken in various secondary grades based on the desires of a school's administrators. All students who have taken the selected traditional and online social studies classes were included in the study. Three traditional high schools were included in the study. A total of 1231 student EOCT scores were collected from the three traditional high schools for United States history and economics. Data were also collected from 346 GAVS students for United States history and economics. Data samples from males and females were separated. Kruskal-Wallis tests were performed to test the hypotheses and answer the research questions because the assumptions of a one-way ANOVA were not met. Results indicated that there was no significant difference in the EOCT scores between male and female students in the online social studies classes at GAVS. Also, males in online social studies classes had slightly but not significantly higher EOCT scores than males in the traditional classes. However, females in online social studies classes had significantly higher EOCT scores than females in the traditional classes. Based on the results, it is recommended that educators at secondary educational institutions seek to give both male and female students online alternatives for their course work. Future research is needed in various schools, other regions of the United States, as well as different countries, to determine if secondary males and females have similar learning outcomes in online social studies classes. Additionally, future research is also needed to determine if secondary males perform similarly in online and traditional social studies classes, and if secondary females perform similarly in online and traditional social studies classes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321716443Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparative Study of Male and Female Online Learner Performance in Secondary Education.
LDR:05147ntm a2200373Ki 4500 001 917281
005 20181009045510.5
006 m o u
007 cr mn||||a|a||
008 190606s2015 xx obm 000 0 eng d
020 $a 9781321716443
035 $a (MiAaPQ)AAI3701160
035 $a (MiAaPQ)northcentral:10462
035 $a AAI3701160
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Marcus, Scott M. $3 1191284
245 1 2 $a A Comparative Study of Male and Female Online Learner Performance in Secondary Education.
264 0 $c 2015
300 $a 1 online resource (217 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Antony Dnes.
502 $a Thesis (Ph.D.)--Northcentral University, 2015.
504 $a Includes bibliographical references
520 $a While many studies have contended that females outperform males in the traditional classroom from kindergarten through graduate degrees, fewer studies have compared the performance of males and females in online classes. Despite the ability to perform, females may have less interest in working with computers. Learning styles in online learning may also be more directed toward males than females. However, females may be more comfortable in the online learning environment because of better verbal skills. The studies which have compared performance of males and females in online classes primarily focused on the undergraduate and graduate levels of education. Few studies on the subject have been conducted in secondary education. Eileen Trauth's individual differences theory of gender and information technology (IDTGIT) (Trauth & Quesenberry, 2007) and Howard Gardner's theory of multiple intelligences (Gardner, 2000) provide the conceptual framework for this study. The problem addressed in this study was that male and female students learn differently (Saricaoglu & Arikan, 2009; Tahriri & Divsar, 2011), however online learning in secondary education is endorsed as if it is equally beneficial for males and females (Crews & Butterfield, 2014; Kebritchi, 2014). The purpose of this quantitative causal-comparative study was to examine the differences in End of Course Test (EOCT) scores for males and females in online learning. However, EOCT scores from the traditional classroom were examined as a comparison group for the results of the online learning students. The traditional and online formats were examined to determine if one was more effective for males or females in the area of social studies in secondary education. Archival data over the 2012/2013 school year for 9th through 12 th graders from Georgia Virtual School (GAVS) were utilized for the online learning data. Three high schools in northwest Georgia provided data for the traditional learning data. The two classes in the study were United States history and economics, which can both be taken in various secondary grades based on the desires of a school's administrators. All students who have taken the selected traditional and online social studies classes were included in the study. Three traditional high schools were included in the study. A total of 1231 student EOCT scores were collected from the three traditional high schools for United States history and economics. Data were also collected from 346 GAVS students for United States history and economics. Data samples from males and females were separated. Kruskal-Wallis tests were performed to test the hypotheses and answer the research questions because the assumptions of a one-way ANOVA were not met. Results indicated that there was no significant difference in the EOCT scores between male and female students in the online social studies classes at GAVS. Also, males in online social studies classes had slightly but not significantly higher EOCT scores than males in the traditional classes. However, females in online social studies classes had significantly higher EOCT scores than females in the traditional classes. Based on the results, it is recommended that educators at secondary educational institutions seek to give both male and female students online alternatives for their course work. Future research is needed in various schools, other regions of the United States, as well as different countries, to determine if secondary males and females have similar learning outcomes in online social studies classes. Additionally, future research is also needed to determine if secondary males perform similarly in online and traditional social studies classes, and if secondary females perform similarly in online and traditional social studies classes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Gender studies. $3 1179195
650 4 $a Women's studies. $3 572871
650 4 $a Secondary education. $3 1179560
650 4 $a Social sciences education. $3 1179940
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0733
690 $a 0453
690 $a 0533
690 $a 0534
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b School of Education. $3 1179614
773 0 $t Dissertation Abstracts International $g 76-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701160 $z click for full text (PQDT)